以戲劇為教學策略於兒童自信心培養之探索與應用

Abstract

本研究探索戲劇教學對提升兒童自信心之助益。於自信心相關的既有文獻中顯示兒童自信心可藉由日常情境形塑，進而影響其行為表現，而戲劇教學亦強調以日常生活情境導入學習歷程，對兒童品格養成具相當程度意義。本研究以戲劇為教學策略進行團體教學，探究受試兒童能否藉由戲劇相關課程的學習歷程，從中獲得自我認同，進而提升自信心。本研究的設計為研究者亦為教學者，以任教之非營利機構（新北市某全人關懷協會）兒童戲劇課程三至五年級之弱勢學童為研究對象，進行為期十六週、每週實施一堂一小時的戲劇教學活動，課程共十六小時。本研究以量化與質性的研究方法進行資料分析（包含實驗法、觀察法等），前者以研究者設計的「自信心量表」為測量工具，於課前、課後對參與兒童戲劇課程與未參與兒童戲劇課程之協會學童施測，進行資料蒐集；後者則以研究者設計之課程教案、非授課教師教學觀察與回饋記錄、訪談紀錄等多向蒐集資料，進行以「質」為主、以「量」為輔之研究分析與探索。研究者根據研究資料統整分析，歸納出以下結論：一、戲劇對兒童行為發展具正向啟發作用，有助於兒童提升自信心。二、於非學校場域進行跨年級教學，課程設計調整更具彈性，可促成不同年級間合作、共好，但也考驗教師處理秩序管理等應變能力。三、於非學校場域進行藝術教學，教師需在教學空間、學生背景等進行多方考量並提出因應之策；可能達成藝術教育平等、促進社會正義之間接作用。This research explores the benefits of drama teaching in enhancing children’s self-confidence. Existing literature on self-confidence and drama shows that children’s self-confidence can be shaped by daily situations and affect their behaviors. The drama teaching also emphasizes the integration of daily life into the learning process, which is of great significance to the character education of children. This research uses drama teaching strategies for group teaching to explore whether children can gain self-identity and enhace heir self-confidence through drama-related curriculum. The researcher is also a teacher in this research. The researcher deploys the disadvantaged students of a children's drama curriculum of a Holistic Care Association in New Taipei City, a non-profit organization, as the research object, and conducts 16-week drama courses, one hour a week, a total of 16 hours. This research uses quantitative and qualitative research methodologies to analyze data. The former uses the “Confidence Scale” designed by the researcher as a measuring tool. Before and after class, the association students who participated in the drama course and those who did not participate in the drama course fill out surveys. The latter collect data through multiple research instrument such as curriculum teaching plans designed by researchers, non-teaching teachers’ teaching observation and feedback records, interview records, etc. This research conducts “quality” as the mainstay, and“quantity” as the supplement methodologies. The researcher concludes: First, drama has a positive effect on children's behavioral development and helps children to enhance their self-confidence. Second, curriculum design adjustments are more flexible when cross-grade teaching is conducted in non-school fields, which can promote cooperation and mutual benefits between different grades. However, it also tests teachers’ ability to deal with order management and other changes. Third, teachers need to consider the teaching space, students’ background and propose corresponding measures in non-school fields teaching. It may achieve the equality of arts education and promote social justice.